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The Administrative Roles And Experiences Of School Principals In Implementing The 'Educate Alabama Teacher Evaluation System': A Phenomenological Study Of The Perspectives Of Alabama School Principals, Etheldia Reynolds
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The purpose of this phenomenological study was to explore the perspectives of Alabama school principals’ administrative roles and experiences in implementing the Educate Alabama Teacher Evaluation System. School principals are second only to teachers in improving students’ academic achievement. In many cases, policy makers have made student performance a central aspect of teacher evaluation (Donaldson, 2012; Everson, Feinauer, & Sudweeks, 2013). Principals are faced with reflecting on practices that impact teaching behaviors and student achievement. In 2009, the Alabama Department of Education developed the Educate Alabama Teacher Evaluation System as a formative assessment tool to guide teacher’s professional growth and …